Students consider the cause and effect relationship between technological advancement and the environment. Then they learn about six of China’s primary environmental concerns and discuss how societies should weigh the issues. Next, they explore the Three Gorges Dam—the reasons behind it as well as the environmental and social costs. Finally, they write an opinion piece about their position on the Three Gorges Dam.
Students are introduced to the lesson focus on technological advancement and environmental impact in China. They examine an image of young people using cell phones and read about how cell phones have changed modern life. Using a graphic organizer, they list ways cell phones have changed people’s lives, then read about both the positive and negative social and environmental effects of cell phones, including resource use and toxic waste in landfills. They conclude by reading how these trade-offs connect to China’s technological growth and environmental challenges.
Teacher MovesPresent the lesson overview and objective, highlighting the connection between technology, economic growth, and environmental costs. Guide students through the cell phone example, prompting them to think about both benefits and drawbacks, including environmental impacts. Use the discussion to frame the broader dilemma that societies face when adopting new technologies and to set up the exploration of China’s environmental issues.
Students read China’s Top 6 Environmental Concerns to gain an overview of major environmental problems in China and use a graphic organizer to take notes on the causes of each issue, including air and water pollution, desertification, loss of biodiversity, cancer villages, and population growth. They then read 12 Scary Facts About The Chinese Water Crisis to examine China’s water issues in greater depth. As a class, they discuss what they have learned and consider how societies should balance technological and economic advancement with environmental protection, connecting back to the earlier cell phone example.
Teacher MovesSupport students in identifying and recording key causes of each environmental concern in the organizer. Facilitate a whole-class discussion about China’s environmental situation, encouraging debate about how societies should weigh economic growth against environmental costs. Emphasize that there are multiple valid perspectives, and invite students to relate China’s issues to relevant environmental debates in the United States or their local community (such as fracking, mining, pollution, nuclear power, or pesticides). If applicable, prompt comparisons between China’s water crisis and water issues in Sub-Saharan Africa.
Students view an image and caption about Wushan on the Yangtze River being relocated due to flooding, then respond on a class wall to how they would feel if the government required them to move so a town could be flooded to create a lake, and why a government might take such a drastic step. They read background text about the Yangtze River’s history of deadly flooding and examine a map of the river. Students then watch Three Gorges Dam to learn how China has addressed the flooding problem and read a detailed article about China’s Three Gorges Dam, noting that it was written before the dam’s completion. Finally, they post a written explanation describing the problems the dam is intended to solve and the main environmental and social concerns about its development.
Teacher MovesLead a discussion of students’ initial reactions to forced relocation, using their responses to build empathy and connect to the real situation along the Yangtze River. Clarify the historical context of Yangtze River flooding and ensure students understand the geographic setting using the map. After students watch and read about the Three Gorges Dam, prompt them to identify both the intended benefits (flood control and energy production) and the concerns (environmental impacts, concentration of pollutants, displacement of communities, loss of farmland, and archaeological sites). Provide feedback on student explanations, checking for accurate understanding of the trade-offs involved.
Students consider the dilemma of whether the benefits of the Three Gorges Dam justify displacing an estimated two million people. Drawing on what they have learned about China’s environmental challenges, the Yangtze River, and the dam’s impacts, they write a blog-style post stating and explaining their position. They then read classmates’ posts and respond to at least two with a question or a constructive, positive comment.
Teacher MovesEncourage students to take a clear position and support it with specific evidence from the lesson, including both environmental and social factors. Monitor online posts and replies to ensure respectful, thoughtful discourse. Highlight and share one or more particularly insightful or well-supported responses with the class to deepen discussion about how societies make complex environmental and development decisions.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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